History is an important but often overlooked content area for all students in this current era of accountability. Yet instruction in history can help students become problem solvers and learn to make interpretations from multiple perspectives. This article reports the results of a pilot study examining history learning across three groups of students (i.e., students with disabilities, students without disabilities, and students enrolled in an honors class) as they studied history (a unit on Andrew Jackson) through a Web-based history learning environment—the Virtual History Museum. The results indicate students in all three ability groups made gains from pretest to posttest in factual knowledge and reasoning about key concepts of the unit. The results provide preliminary support that a Web-based learning environment that includes features to assist students with mild disabilities can improve learning for all students at about the same rate.
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